Kory Lawson Ching (Conference Co-Chair) is an Associate Professor in the University Writing Program at UC Davis. He is also the Associate Director for Online Writing Instruction (OWI). His scholarly interests include writing technologies, teacher preparation, digital literacies, and composition pedagogy, especially the practice of using peer response groups in the writing classroom. His work has appeared in journals such as Written Communication, Composition Studies, Computers and Composition, Rhetoric Review, Research in the Teaching of English, and JAC, as well as the website Inside Higher Ed. 

Carl Whithaus (Conference Co-Chair) is a Professor in the University Writing Program at UC Davis and Chair of the Writing, Rhetoric, and Composition Studies PhD Designated Emphasis Program. His research areas include the impact of information technology on literacy practices, writing assessment, and writing in the sciences and engineering. His books include Multimodal Literacies and Emerging Genres (University of Pittsburgh Press, 2013), Writing Across Distances and Disciplines: Research and Pedagogy in Distributed Learning (Routledge, 2008) and Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing (Erlbaum, 2005).

Cynthia Carter Ching is a Professor and the Associate Dean for Academic Programs in the School of Education. Her research interests include Games and Learning; Child Development; Collaborative Learning; Gender and technology; Learning in Informal Settings; Qualitative Methodology; and Technology and Identity. She is co-editor of Constructing the Self in a Digital World (Cambridge University Press, 2012) as well as numerous articles in journals such as Teachers College Record, Early Education & Development, and Urban Education.

Jenae Cohn is the Executive Director of the Center for Teaching and Learning at UC Berkeley. She is the author of Skim, Dive, Surface: Teaching Digital Reading (West Virginia University Press, 2021). She has presented workshops on topics ranging Teaching Digital Reading Strategies to Building Empathetic Technology Policies. Her work has also appeared in the Chronicle of Higher Education and Inside Higher Ed.  You can find her on twitter @Jenae_Cohn or catch updates about her latest projects on her blog.

Jennifer Burke Reifman is a PhD candidate in Education and the Writing, Rhetoric, and Composition Studies Designated Emphasis at UC Davis. She is also the Graduate Assistant to the Director of Entry Level Writing (ELW) and an Associate Instructor in the University Writing Program. Her research interests include basic writing and writers, community college students, technology and writing, digital literacies, composition pedagogy, and writing program administration.